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Copy 1 




ARTICLES EXHIBITED 



IN THE 



SOUTHERN EXPOSITION OF 1883 



AT 



LOUISVILLE, KY„ 



FROM THE MUSEUM 



OF THE 



IT. S. BUREAU OF EDUCATION, 

Department of the Interior. 



WASHINGTON : 

GOVERNMENT PRINTING OFFICE 
1883 




AETICLES EXHIBITED 



IX THE 



SOITHEM EXPOSITION OF 188-3 



LOUISVILLE, KY. 






/ 



FEOM THE MUSEUM 



OF THE 



U. S. BUREAU OF EDUCATION, 

Department of the Interior. 



WASHINGTON : 

ERNMENT PRINTING OFFICE, 
1883. 




ARTICLES EXHIBITED, 



Department of the Interior, 

Bureau of Education, 
Washington, D. C, August 6, 1883. 

In a rural school of an adjoining State, the class 
in geography had repeated their lesson for the day 
with much fluency, giving the definitions of terms 
and other details exactly as they were printed in 
their text-books. A thoughtful visitor, having ob- 
tained leave to question the class, asked a bright- 
looking little girl if she would tell him what geog- 
raphy was. She replied that it was ". a description 
of the earth's surface. " "And," continued the vis- 
itor, " have you ever seen any part of the earth's 
surface?" The little girl answered "No;" and the 
rest of the class gave the same answer when asked. 

Results like this are always obtained where teach- 
ing from the text-book is the sole method and a 
repetition of its contents the only criterion of ac- 
quirement. This is not nature's way of teaching ; 
the child learns by using his senses, and remembers 
best what he sees, hears, and handles most fre- 



quently ; his plays are constant trials of his own 
powers, perpetual voyages of discovery into the 
unknown regions about him ; he is a rigid but nar- 
row reasoner, because his experience is so limited 
and the variety of circumstances and events is so 
boundless. His elders can aid him, but they can- 
not supplant his own efforts without hindering his 
progress, dulling his faculties, or giving him some 
unforeseen twist of mind, body, or soul. 

Believing that the true art of teaching, like Shake- 
speare's banished Duke in the forest of Arden, 

Finds tongues in trees, books in the running brooks, 
Sermons in stones, and good in everything, 

and remembering how parable and story, in sacred 
and profane writ, teach by means of animals, plants, 
and every-day incidents, the articles exhibited by 
the Bureau of Education are designed to show how 
the method of nature in teaching has been and 
should be followed, using the text-book (which is 
only a concise and imperfect resume of observed 
facts) as a useful adjunct, but by no means as the 
chief instrument for the education of the child. 

i. REVOLVING CASE OF COMMON THINGS 
ILLUSTRATING THE APPLICATION OF 
SIMPLE MECHANICAL PRINCIPLES. 

The articles in this case are examples of the kind 
of illustrations that may be used for conveying to 



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the mind clear ideas of the elementary mechanic 
forces in their familiar applications. The child in 
raising the door-latch has never thought he was 
using a lever. These models may suggest to the 
ingenious teacher how, in lack of such models, he 
can yet everywhere about him find objects for illus- 
trating the elements of physics. 

On the lower shelf, three toy models show the ac- 
tion of the law of the centre of gravity : the princi- 
ple of balancing. 

A card on which are strips of the common metals 
is arranged to show the comparative density (hard- 
ness) of steel, iron, zinc, tin, and lead. 

Another card of samples similarly arranged shows 
the relative tenacity of iron wire, copper wire, ma- 
nila hemp, New Zealand hemp, American hemp, 
flax, cotton, and silk. 

On the middle shelf is a card of small squares of 
metal, for the study of familiar metals; these are 
iron, zinc, tin, lead, copper, silver, and gold. 

A small log of wood on end, with a wedge in- 
serted in one end and a mallet lying beside it, illus- 
trates the use of the wedge. 

A nut-cracker, with some nuts, shows how the 
principle of the lever is applied in common articles 
of use. 

The model of a fire grate may serve to illustrate 
the simple principles of heat and air currents. 



A step-ladder furnishes another illustration of the 
action of the centre of gravity, balancing. 

Upon the top shelf, a model of pulley blocks with 
cords illustrates the working of the pulley and the 
multiplication of power by mechanical contrivance. 

A model of an inclined plane with a pair of wheels 
illustrates also the wedge principle and the appli- 
cation of gradients to overcome acclivities: how 
roads are led up steep hills, &c. 

A simple lever, an old-fashioned door-latch, and 
a block on rollers, with a crowbar beside it, all illus- 
trate various common applications of the principle 
of the lever. 

A collection of models of cubes, prisms, curves, 
&c, illustrates geometrical forms. 

2. GLASS CASE CONTAINING SCHOOL 
SEWING WORK FROM BOSTON, MASS. 

Sewing, an art coeval with humanity, but much 
neglected by many of late years, forms a part of 
public instruction in the grammar schools for girls 
in Boston. These specimens are by children be- 
tween ii and 13 years of age, pupils of the Win- 
throp School. 

3. MODEL OF A RURAL SCHOOL-HOUSE, 

BY CHARLES SELTMAN. 

This is one of a series of models in the museum 
collections of the Bureau of Education which serve 



to illustrate the development of the school-house, 
from the simple log house of the pioneer to the 
elaborate modern city school building. 

Such models of proposed buildings are also most 
valuable as showing their actual appearance. If 
similar models of all proposed important buildings 
in the United States were made and carefully stud- 
ied before beginning the construction of the build- 
ing, as is now often done in European countries, a 
sum being definitely appropriated for this purpose, 
the errors would be less numerous and the cost 
smaller than is now commonly the case. 

4. GLASS CASE CONTAINING KINDER- 
GARTEN AND KITCHEN-GARDEN MA- 
TERIALS. 

The Kindergarten, a system of instruction for 
children from two to six years of age, in which 
their inventive, constructive, and moral powers 
are developed by pleasing exercises, is represented 
by material showing colors, solids, surfaces, and 
lines. Six worsted balls present the colors of the 
rainbow; and worsted yarn in skeins, with a cow's 
head wrought with similar material, indicate ways 
in which the knowledge of color is brought into 
practice. On each side of the color exhibit are 
solids, made up of blocks of different forms and 
dimensions. Above one of these solid figures are 
surfaces in colors, formed by combinations of tri- 



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angles ; above the other are representations of lines, 
both straight and curved, and of figures and out- 
lines made from straight sticks and from parts of 
rings. A hand-book of the Kindergarten and speci- 
mens of weaving, folding, plaiting, &c, done by 
pupils, constitute the remainder of the exhibit. 

In the case with the Kindergarten material and 
immediately below it are miniature household 
utensils employed in the Kitchen Garden. This is a 
system of education devised by Miss Emily Hunt- 
ington, by which little girls, in classes of twenty- 
four each, using these articles, are taught domestic 
work. The miniature implements of the kitchen 
and laundry are here arranged, not according to 
the order in which they are used, but as space and 
convenience require. At the bottom of the case 
are stairs and a brush for cleaning them, chairs, 
duster, and dust-pan. At the left are a wash-tub 
containing soiled clothes, a wash-board, and clothes- 
pins. A table set with common dishes and imple- 
ments is flanked on one side by cooking utensils 
and on the other by a dish-pan and cloths. The 
exhibit also contains a house-broom, whisk-broom, 
and Kitchen Garden primers. 

5. SIXTEEN OBJECT-LESSON CARDS. 

Each card bears on its face some of the raw ma- 
terial that it describes and some specimen of the 
uses to which it is put for human comfort. 



The lower cards in this trophy show materials 
derived directly from the earth and the ocean, the 
middle cards show vegetable productions, and the 
upper cards bear animal products. 

Thus, even the commonest objects that surround 
us may be used for the best teaching that children 
can receive. 

6. EIGHT SCIENCE-TEACHING CHARTS. 

These charts are a part of the apparatus devised 
and used by Mr. Thomas Twining, of London, 
England, in his system of teaching the useful sci- 
ences in an easy and progressive way. 

Another part of Mr. Twining's apparatus is 
shown in the revolving case near by. 

7. COLLECTION OF MODELS FOR FREE 
HAND DRAWING FOR USE IN PUBLIC 
SCHOOLS; , DESIGNED BY PROFESSOR 
WALTER SMITH, STATE DIRECTOR OF 
ART EDUCA IT ON IN MASSACHUSETTS, 
AND MADE BY THE PUPILS OF THE 
FREE INSTITUTE OF INDUSTRIAL SCI- 
ENCE, WORCESTER, MASS. 

Drawing is a universal language common alike 
to mechanics and artists ; useful in all employ- 
ments, essential in many. 

Drawing can be taught to classes in school as 
readily as reading or writing and by the same 



IO 



teachers, and should form a part of the regular 
studies of every school. It is the basis of all prog- 
ress in manufactures and the arts. The experi- 
ence of England, France, Germany, Russia, and 
of Massachusetts, as well as of many of the cities 
in the United States, proves that a progressive sys- 
tem of drawing, based on geometry and accom- 
panied by lessons in free hand drawing, can be 
generally and successfully introduced in public 
schools, and that it has a direct bearing upon in- 
dustries. 

Upon this trophy are arranged many of the 
models designed for use in schools by the classes 
in free hand drawing. 

They are both in solids and outlines, the latter 
illustrating perspective. The solids comprise geo- 
metrical forms, the cube, the cylinder, the cone, 
and also samples of vases, solids designed in artistic 
form. Their size, adapting them for use in the 
school room, the designs, in accord with the pro- 
gressive system of Walter Smith, and their cheap- 
ness alike commend them to the attention of all 
educators. ' Not till drawing is as commonly taught 
in all public schools as reading now is, will the 
people of the United States be prepared to compete 
in the products of artistic industries with the work- 
ers of European countries. 



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8. INSTRUCTION IN GEOGRAPHY AND 
RE LA TED BRANCHES. 

The materials in this part of the exhibit consist of — 

(a) Relief maps. 

(i>) Geographical landscapes. 

(c) Architectural views. 

RELIEF MAP OF MONT BLANC. 
RELIEF MAP OF SWITZERLAND. 

A very striking and useful appliance in studying 
geography, topography, meteorology, and similar 
branches is the relief map. Two specimens of this 
appliance are exhibited in this collection showing 
how different scales can be used to advantage for 
different purposes. This relief treatment is sus- 
ceptible of great development and various appli- 
cation, of which that given below illustrates one 
phase of its utility. 

RELIEF MAP FOR BLIND CHILDREN. 

This device, invented by Dr. M. Anagnos, prin- 
cipal of the Perkins Institution and Massachusetts 
School for the Blind, is intended for the instruction 
of this afflicted class in the elements of geography. 
Rivers, lakes, and oceans are depressed ; mountain 
chains and names of important parts of the earth 
are elevated above the general surface. 



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GKOGRAPHICAL LANDSCAPE: THE ARABIAN DESERT, 

BY J. HOLZEL. 
GEOGRAPHICAL LANDSCAPE : SCENE AMONG THE ALPS, 

BY J. HOLZEL. 
GEOGRAPHICAL LANDSCAPE: THE BAY OF NAPLES, BY 

J. HOLZEL. 
GEOGRAPHICAL LANDSCAPE : PLATEAU OF ANAHUAC, 

BY J. HOLZEL. 
GEOGRAPHICAL LANDSCAPE: THE CANON COUNTRY, 

BY J. HOLZEL. 

Since the word "geography " means a descrip- 
tion of the earth, eYery appliance that can giYe an 
adequate idea of the various parts of the earth's 
surface can and should be used for this purpose. 

ARCHITECTURAL VIEW: THE TEMPLE AT AEGINA, BY 

J. LANGL. 
ARCHITECTURAL VIEW: THE TOMB OF CYRUS, BY J. 

LANGL. 
ARCHITECTURAL VIEW: THE MOSQUE OF HASSAN AT 

CAIRO, BY J. LANGL. 

ARCHITECTURAL VIEW : THE MOSQUE AT CORDOVA, BY 

J. LANGL. 

This exhibit contains four views of celebrated 
buildings, selected from those published by Mr. 
Langl. How vividly such inexpensive but accu- 
rate reproductions illustrate all studies in geogra- 
phy, history, art, &c, is too well known to need 
recapitulation here. 



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g. MI/SIC CHARTS, BY I. I. SCHAUBLIX. 

The opening numbers of a series of charts for 
the instruction of classes in music are here exhib- 
ited. By this means, not only is a useful and de- 
lightful art conveyed to the people, but its proper 
exercise strengthens their lungs and voices and 
preserves among them the national airs, songs, and 
ballads to which patriotism and historical science 
are equally debtors. 

10. COLLECTION OF EARTH-TILLING IM- 
PLEMENTS, MODELLED BY L. RAT. 

The progress of the human race since the dawn 
of history is strangely like the course of a human 
being from birth to maturity. Perhaps, indeed, 
each little child rehearses in his own person some 
part of the strange experience through which his 
race has passed. As the child is, so man once was. 
Here are shown the beginnings of such tilling imple- 
ments as the spade and the plough. Evidently the 
diverging branches of some tree, reduced to con- 
venient length and united by a short piece of the 
trunk, formed the original tool from which both 
have been developed, the shorter branch being 
sharpened for piercing or scratching the earth and 
the other being used now like the handle of a pick- 
axe and now like the beam of a plough. Early man 
had very few utensils and put each to many uses. 

From this rude implement to the skilful and con- 



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venient tools of to-day, what an enormous ad- 
vance ! Yet the difference has been gained by- 
countless small steps and wearisome labors of which 
we have little conception. What a lesson in pa- 
tience is this silent display of models, useful pri- 
marily to students in agricultural schools, but ca- 
pable secondarily of teaching all who see them 
what dominion man can gain over nature in all de- 
partments of thought and effort. 

ii. FOUR PICTURES OF JAPANESE 
SCHOOLS, PAST AND PRESENT. 

These water colors, presented by the Japanese 
Government, are part of a collection designed to 
show the progress of that country in the adoption 
of the best western methods and appliances of 
instruction, as contrasted with the mechanical 
routine and memoriter method used for many cen- 
turies before the year 1872. 

In many important respects Japan is the pupil of 
this country ; let us be careful that the scholar does 
not surpass the teacher in this vital matter. 

12. PORTRAITS OF PERSONS DISTIN- 
GUISHED IN CONNECTION WITH 
AMERICAN EDUCA TION. 

PORTRAIT OF MRS. EMMA WILLARD. 

This eminent woman (born 1787, died 1870) began 
to teach when 17 years old ; taught at Middlebury, 



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Vt., Waterford, N. Y., and Troy, N. Y., at which 
last named place her Female Seminar}- became 
one of the best known schools in this country as a 
pioneer enterprise in the superior education of 
young women. She is remembered also for many 
improved methods in teaching, and was the author 
of several text-books and other works of a high 
character. 

PORTRAIT OF REV. BARNAS SEARS, LL. D. 

Dr. Sears (born 1802, died 1880), late agent of the 
Peabody education fund, is a man who should be 
dear to the memories of many. He was one of the 
earliest and best advocates of free public schools ; 
was the successor of Horace Mann, in Massachu- 
setts; was president of Brown University for 22 
years ; his wisdom, firmness, urbanity , and industry 
found a fitting opportunity for their exercise in the 
work in which he ended as well as began his public 
life. 

PORTRAIT OF HORACE MANN. 

The labors of this eminent lawyer, educator, and 
legislator (who was born in 1796 and died in 1859) 
can never be forgotten while America has a free 
school ; he was the first secretary of the Massachu- 
setts Board of Education ; his reports and his Com- 
mon School Journal treated the whole subject of 
education as presented in his day in the most com- 
prehensive and effectual way. His labors for the 



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better education of teachers, for the proper care of 
insane persons, and for the improvement of colle- 
giate instruction were equally useful. 

PORTRAIT OF PROF. LOUIS AGASSIZ. 

This great naturalist (born 1807, died 1873) as- 
sumed as his own title the word l ' teacher," and this 
word follows his name on his gravestone. He was 
a superb draughtsman, an unequalled observer of 
facts, a close reasoner, and a man of prodigious 
memory. All these acquirements he used from 
1848, when he came to this country, till his death, 
for the benefit of science and education. When 
asked why he did not use some part of his energies 
in acquiring a competence, he said with noble sim- 
plicity " I have no time to waste in money making." 

PORTRAIT OF GEORGE PEABODV. 

This distinguished man was born in 1795 and died 
in 1869. His gifts for educational purposes are hon- 
orable to his memory and to his native country. 
He endowed the Peabody Institute, at Peabody, 
Mass. , with $200,000 ; the Peabody Institute, in Bal- 
timore, with $1,000,000; another institute, at North 
Danvers, Mass., with $50,000 ; the Museum of Amer- 
ican Ethnology, at Harvard College, with $150,000; 
the Museum of Natural History, at Yale College, 
with $150,000; a museum at Salem, Mass., with 



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$150,000. He also gave $60,000 to Washington Col- 
lege, Virginia ; $30,000 to Phillips Academy, Ando- 
ver, Mass.; $25,000 to Kenyon College, Ohio; and 
$20,000 to the Maryland Historical Society, as well 
as many smaller sums. He endowed an art school 
in Rome, Italy, and gave $2,500,000 to the city of 
London for the building of decent lodging houses. 
His most important gift, however, was one of 
$2,100,000 to the trustees of the Peabody educa- 
tional fund, the interest to be expended for the pro- 
motion of general instruction in the South. This 
interest for the thirteen years ending 1880 was 
nearly $1,200,000. 

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LIBRARY OF CONGRESS 



021 517 468 2 



